Wackerle-Hollman, A., Durán, L., & Miranda, A* (in press). Early Literacy Skill Growth in Spanish-Speaking Children With and At Risk for Disabilities in Early Childhood. Topics in Early Childhood Special Education, 40(1).
Will, K.*, McConnell, S., Elmquist, M., Lease, E., & Wackerle-Hollman, A. (2019). Meeting in the Middle: Future Directions for Researchers to Support Educators’ Assessment Literacy and Data-Based Decision Making. Frontiers in Education. 4(106), 1-8 doi: 10.3389/feduc.2019.00106
Wackerle-Hollman, A., Durán, L., Brunner, S., Palma, J., Kohlmeier, T., & Rodriguez, M. C. (2019). Developing a Measure of Spanish Phonological Awareness for Preschool Age Children: Spanish Individual Growth and Development Indicators. Educational Assessment, 24(1), 33-56.
Durán, L., Wackerle-Hollman, A.K., Kohlmeier, T. L., Brunner, S. K., Palma, J., & Callard, C. H. (2019). Individual Growth and Development Indicators-Español: Innovation in the development of Spanish oral language general outcome measures. Early Childhood Research Quarterly, 48, 155-172.
Kincaid, A.* McConnell, S. & Wackerle-Hollman, A. (2018). Assessing Early Literacy Growth in Preschoolers with Individual Growth and Development Indicators. Assessment for Effective Intervention. https://doi.org/10.1177/1534508418799173
Larson, A. & Wackerle-Hollman, A. (2018). The Words within the word Gap: Addressing the Need for Person-centric Approaches when Communicating with Families about Language Development. In C. Corr & E. Miller (Eds.) Young Exceptional Children Monograph Series #17: Maltreatment, Trauma, Poverty and Toxic Stress. Division of Early childhood of the Council of Exceptional Children.
Durán, L. & Wackerle-Hollman, A. (2018) Meeting the needs of young dual language learners in multi-tiered systems of support. In J. Carta & R. Miller-Young (Eds.) Multi-tiered systems of support for young children: A guide to Response to Intervention in Early Education. Brookes Publishing.
McConnell, S. R., & Wackerle-Hollman, A. (2016). Can we measure the transition to reading? Relations among General Outcome Measures of language and early literacy development from preschool to early elementary grades. AERA Open.
McConnell, S. R., Wackerle-Hollman, A. K., Roloff. T. A., & Rodriguez, M. C. (2015). Designing a measurement framework for Response to Intervention in early childhood programs. Journal of Early Intervention. 36(4), 263-280. DOI: 10.1177/1053815115578559
Rodriguez, M. I.* & Wackerle-Hollman, A. (2015). Bridging the Gap: Comprehension Individual Growth and Development Indicators—The Which One Doesn’t Belong Task. Assessment for Effective Intervention. 40(2), 96-98. DOI: 10.1177/1534508414556505
Wackerle-Hollman, A., Rodriguez, M. I.*, McConnell, S., Bradfield, T., & Rodriguez, M.C. (2015). Redefining individual growth and development indicators: Comprehension. Assessment for Effective Intervention. 40 (2), 89-85. DOI: 10.1177/1534508414551404.
Wackerle-Hollman, A., Schmitt, B.*, Bradfield, T., Rodriguez, M. C., & McConnell, S. (2014). Redefining individual growth and development indicators: Phonological awareness. Journal of Learning Disabilities. DOI: 10.1177/0022219413510181
Bradfield, T., Besner, A.*, Wackerle-Hollman, A., Rodgriguez, M. & McConnell, S. (2013). Redefining individual growth and development indicators: Oral Language. Assessment for Effective Intervention. DOI: 10.1177/1534508413496837
Carta, J. J., Greenwood, C. R., Goldstein, H., McConnell, S. R., Kaminski, R., Bradfield, T. A., Wackerle-Hollman, A., Linas, M., Guerrero, G., Kelley, E. & Atwater, J. (2015). Advances in multi-tiered systems of support for prekindergarten children: Lessons learned from 5 years of research and development from the Center for Response to Intervention in Early Childhood. In S. R. Jimerson, M. K. Burns & A. M. VanDerHeyden, The handbook of Response to Intervention: The science and practice of multi-tiered systems of support (2nd Ed.). New York: Springer.
McConnell, S. R., Bradfield, T., & Wackerle-Hollman, A. (2014). Universal early literacy screening. In R. Kettler, T. Glover, C. Albers & Feeney-Kettler (Eds.), Universal screening in educational settings: Identification, implications, and interpretation.